Functional curriculum = evidence-based education?: Considering secondary students with mild intellectual disabilities

Education and Training in Autism and Developmental Disabilities

Volumn 45, Issue 4, 2010, Pages 487-499

  Bouck, Emily C ^a,b   Flanagan, Sara M ^a  

^a PURDUE UNIVERSITY   (United States)

^b 5146 BRNG Hall ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84856464481     PISSN: 21541647     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Conference Paper

References (62)

1. Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23, 279-288.
2. Arnold-Reid, G. S., Schloss, P. J., & Alper, S. (1997). Teaching meal planning to youth with mental retardation in natural settings. Remedial and Special Education, 18, 166-173.
3. Bouck, E. C. (2004a). Exploring secondary special education for mild mental impairment: A program in search of its place. Remedial and Special Education, 25, 367-382.
4. Bouck, E. C. (2004b). The state of curriculum for secondary students with mild mental retardation. Education and Training in Developmental Disabilities, 39, 169-176.
5. Bouck, E. C. (2007). Lost in Translation?: Educating secondary students with mild mental impairment. Journal of Disability Policy Studies, 18, 79-87.
6. Bouck, E. C. (2009a). Functional curriculum models for secondary students with mild mental impairment. Education and Training in Developmental Disabilities.
7. Bouck, E. C. (2009b). No Child Left Behind, the Individuals with Disabilities Education Act and functional curricula: A conflict of interest? Education and Training in Developmental Disabilities, 44, 3-13.
8. Benz, M. R., Lindstrom, L., & Latta (1999). Improving collaboration between schools and vocational rehabilitation: The youth transition program model. Journal of Vocational Rehabilitation, 13, 55-63.
9. Benz, M. R., Lindstrom, L. E., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
10. Bigge, J. L., Stump, C. S., Spagna, M. E., & Silberman, R. K (1999). Curriculum, assessment, and instruction for students with disabilities. Belmont, CA: Wadsworth.
11. Billingsley, F. (1997, December). The problem and the place of functional skills in inclusive settings. In G. Singer (Chair), The role of functional skills and behavior instructional methods in inclusive education. The Annual Meeting for Persons with Severe Handicaps. Boston, MA.
12. Billingsley, F. F., & Albertson, L. R. (1999). Finding a future for functional skills. The Journal of the Association for Persons with Severe Handicaps, 24, 298-302.
13. Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the national longitudinal transition study. Exceptional Children, 62, 399-413. (Pubitemid 126421942)
14. Branham, R. S., Collins, B. C., Schuster, J. W., & Kleinen, H. (1999). Teaching community skills to students with moderate disabilities: Comparing combined techniques of classroom simulation, videotape modeling, and community-based instruction. Education and Training in Mental Retardation and Developmental Disabilities, 34, 170-181.
15. Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37, 211-223. (Pubitemid 38260314)
16. Browder, D. M., & Shear, S. M. (1996). Interpersal of known items in a treatment package to teach sight words to students with behavior disorders. The Journal of Special Education, 29, 400-413.
17. th ed.), Instruction of students with severe disabilities (pp. 442-475). New York, NY: Merrill
18. Brown, L., Bronston, M. B., Hamre-Nietupski, S., Pumpiam, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age- appropriate and functional curricular content for severely handicapped adolescents and young children. The Journal of Special Education, 13, 81-90.
19. Cameto, R. (2005). Employment of youth and disabilities after high school. In M. Wagner, L. Newman, R. Cameto, N. Garza, and P. Levine, (Eds.), After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved October 8, 2009, from http://www.nlts2.org/ reports/2005-04/nlts2-report-2005-04-ch5.pdf ◆
20. Collins, B. C., Branson, T. A., & Hall, M. (1995). Teaching generalized reading of cooking product labels to adolescents with mental disabilities through the use of key words taught by peer tutors. Education and Training inMntal Retardation and Developmental Disabilities, 30, 65-76.
21. Collins, B. C., Hall, M., & Branson, T. A. (1997). Teaching leisure skills to adolescents with moderate disabilities. Exceptional Children, 63, 499-512.
22. Collins, C. B., & Stinson, D. M. (1995). Teaching eneralized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163-181.
23. Cronin, M. E. (1988). Applying curriculum for the instruction of life skills. In G. A. Robinson, J. R. Patton, E. A. Polloway, and L. Sargent (Eds.), Best practices in mild mental disabilities, (pp. 39-52). Reston, VA Division on Mental Retardation, Council for Exceptional Children.
24. Curtis, R. S., Rabren, K, & Reilly, A. S. (2009). Post-school outcomes for students with disabilities: A quantitative and qualitative analysis.Journal of Vocational Rehabilitation, 30, 31-48.
25. Denny, P. J., & Test, D. W. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education and Training of Children, 18, 422-432.
26. Edgar, E. (1987). Secondary programs in special education: Are many of them justifiable? Exceptional Children, 53, 555-561.
27. Edgar, E., & Polloway, E. A (1994). Education for adolescents with disabilities: Curriculum and placement issues. The Journal of Special Education, 27, 438-452.
28. Evans, V., & Fredericks, B. (1991). Functional curriculum. Journal of Developmental and Physical Disabilities, 3, 409-447.
29. Field, S., LeRoy, B., & Rivera, S. (1994). Meeting functional curriculum needs in the middle school general education classrooms. Teaching Exceptional Children, 26, 40-43.
30. Gardill, C. M., & Browder, D. M. (1995). Teaching stimulus classes to encourage independent purchasing by students with severe behavior disorders. Education and Training in Mental Retardation, 30, 254-264.
31. Graves, T. B., Collins, B. C., Shuster, J. W., & Kleinen, H. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34-46.
32. Gumpel, T. (1994). Social competence and social skills training for persons with mental retardation: An expansion of a behavioral paradigm. Education and Training in Mental Retardation and Developmental Disabilities, 29, 194-201.
33. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446 (2004).
34. Kaiser, D., & Abell, M. (1997). Learning life management in the classroom. Teaching Exceptional Children, 70-75.
35. Kaye, H. S. (1997). Education of children with disabilities. (Report No. EC305866) . San Francisco, CA: University of California, San Francisco (ERIC Document Reproduction Service No. ED412668).
36. Kennedy, C. H., Itkonen, T. L., & Lindquist, K. (1994). Nodality effects during equivalence class ormations: An extension of sight word reading and concept development. Journal of Applied Behavior Analysis, 27, 673-684.
37. Kolstoe, O. P. (1970). Teaching educable mentally retarded children. New York: Holt, Rinehart, & Winston.
38. Kregel, J., Wehman, P., Seyfarth.J., & Marshall, K. (1986). Community integration of young adults with mental retardation: Transition from school to adulthood. Education and Training of the Mentally Retarded, 21, 35-42.
39. Miller, D. R. (1994). On your own: A functional skills activity for adolescents with mild disabilities. Teaching Exceptional Children, 26, 29-32.
40. Newman, L. (2005). Postsecondary education participation of youth with disabilities. In M. Wagner, L. Newman, R. Cameto, N. Garza, and P. Levine, (Eds.), After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA SRI International. Retrieved October 8, 2009, from http://www.nlts2.org/ reports/2005-04/nlts2-report-2005-04-ch4.pdf
41. Nietupski, H., Hamre-Nietupski, S., Curtin, S., & Shrikanth, K. (1997). A review of curricular research in severe disabilities from 1976 to 1995 in six selected journals. The Journal of Special Education, 31, 59-60.
42. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
43. Nolet, V. & McLaughlin, M.J. (2000). Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin Press, Inc.
44. Patton, J. R., Cronin, M. E., & Jairrels, V. (1997). Curricular implications of transition: Life skills as an integral part of transition education. Remedial and Special Education, 18, 294-306.
45. Patton, J. R., Cronin, M. E., Polloway, E., A., Hutchinson, D., & Robinson, G. (1989). Curricular considerations: A life skills orientation. In G. A Robinson, J. R. Patton, E. A. Polloway, & L. Sargent (Eds.), Best practices in mild mental retardation (pp. 21-38). Reston, VA Division on Mental Retardation, Council for Exceptional Children.
46. Polloway, E. A. (2004). A eulogy for MMI. DDD Express, 14, pp. 1, 8.
47. st Century Issues in Special Education: Meeting Diverse Needs (pp. 35-46). Boulder: University of Colorado, BUENO Center.
48. Polloway, E. A. (2006). Mild mental retardation: A concept in search of clarity, a population in search of appropriate education and supports, a profession in search of advocacy. Exceptionality, 14, 183-190.
49. Schloss, P. J., Alper, S., Young, H., Arnold-Reid, G., Aylward, M., & Dudenhoeffer, S. (1995). Acquisition of functional sight words in communitybased recreation settings. The Journal of Special Education, 29, 84-96.
50. Schloss, P., Kobza, S., & Alper, S. (1997). The use of peer tutoring for the acquisition of functional math skills among students with moderate retardation. Education and Treatment of Children, 20, 189-208.
51. Snell, M. & Browder, D. (1987). Domestic and community skills. In M. Snell (Ed.) Systematic instruction of persons with severe handicaps (pp. 390-434). Columbus, OH: Charles E. Merrill.
52. Taylor, P., Collins, B. C., Schuster, J. W., & Kleinen, H. (2002). Teaching laundry skills to high school students with disabilities: Generalization of targeted skills and nontargeted information. Education and Training in Mental Retardation and Developmental Disabilities, 37, 172-183. (Pubitemid 44111973)
53. United States Department of Education. (2002). Evidence-Based Education. Presented at the student Achievement and School Accountability Conference. Retrieved January 9, 2009, from http:// www.ed.gov/nclb/methods/whatworks/eb/ edliteslide003.html
54. Van Laarhoven, T., & Van Laarhoven-Myers, T. (2006). Comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41, 365-381. (Pubitemid 44832358)
55. Vocational Education Act (1963). Retrieved August 28, 2009, from http://www.dphilpotlaw.com/ html/glossary.html
56. Vogelsberg, R. T., Williams, W., & Bellamy, G. T. (1982). Preparation for independent living. In B. Wilcox & G. T. Bellamy (Eds.), Design of high school programs for severely handicapped students (pp. 153-174). Baltimore, MD: Paul H. Brookes.
57. Wagner, M. (2003b). Changes in household arrangements and social activities of out-of-school youth with disabilities. In M. Wagner, L. Newman, R. Gameto, & P. Levine (Eds.), Changes over time in early postschool outcomes of youth with disabilities. A report from the National Longitudinal Study-2 (NLTS2). Menlo Park, CA: SRT International. Retrieved August 22, 2005, from http://www.nlts2. org/pdfs/str6-ch3.pdf
58. Weaver, R., Landers, M. F., & Adams, S. (1991). Making curriculum functional: Special education and beyond. Intervention in School and Clinic, 26, 284-287.
59. Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302-314.
60. Wehmeyer, M. L. (2006). Universal design for learning, access to the general education curriculum and students with mild mental retardation. Exceptionality, 14, 225-236.
61. Wehmeyer, M. L., Sands, D. J., Knowlton, H. E., & Kozleski, E. B. (2002). Providing access to the general curriculum: Teaching student with mental retardation. Baltimore: Paul H. Brookes Publishing Co.
62. Westling, D. L. & Fox, L. (2000). Teaching students severe disabilities (2nd ed). Upper Saddle, NJ: Merrill.